Central Auditory Processing and Attention in Children with Learning/Behavior Problems.

Leavell, C. A.; And Others

This study investigated the utility of central auditory processing disorder (CAPD) assessments in 70 children being evaluated for learning and attention problems, by assessing their relationship to auditory-based neuropsychological tests with varying degrees of attentional, linguistic, and cognitive complexity. Students were given several tests to measure CAPD, including a comprehensive neuropsychological battery and tests of auditory perception, overactivity and attention, and intelligence. Results of the study found that tests of CAPD were most consistently related to tests of simple attention and language input. Neurocognitive task performance and more complex auditory attention were not consistently related to CAPD test performance. The study also found that IQ was mildly to moderately related to some tests of CAPD and needs to be taken into account when interpreting results. The study concludes that CAPD tests may be most sensitive to problems in children with inefficient selective auditory attention rather than those with phonologic processing difficulties and that the Screening Test for Auditory Processing Disorders alone may be inadequate in assessing auditory attention difficulties in children. (CR)